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Collaborative Practice of a Teacher Aide in Inclusive Education in Aotearoa New Zealand

Author(s)

Minxi Yang

Affiliation(s)

The University of Auckland, Auckland, New Zealand

Abstract

Inclusive education in New Zealand requires strong collaboration among teachers and staff. This study examines the daily work of a primary school teacher aide, 'Casey', who supports a student with autism. The findings show that Casey helps the student in three main ways: accessing the school lessons, participating in social activities with peers, and managing emotional needs through a safe classroom environment. To do this well, Casey uses special professional knowledge, communication skills, and respects local cultural values. However, the study also finds several problems in daily practice, such as a lack of time for joint planning, unclear roles, and different ideas among team members. In conclusion, this study shows that inclusive education cannot depend on just one person. Schools must provide enough time, clear rules, and shared responsibility to support teacher aides and help every student truly belong.

Keywords

Inclusive Education; Teacher Aide; Collaboration; School Support; Autism; New Zealand

References

[1] Ainscow, M. (2020). Promoting Inclusion and Eqity in Education: Lessons from International Experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/https://doi.org/10.1080/20020317.2020.1729587 [2] Fenwick, J., & Kelly, S. (2023). Right Here, Right Now: Effective Interprofessional Collaboration in Education from the Perspectives of Primary School Teachers in Aotearoa New Zealand. New Zealand Journal of Educational Studies, 58, 201–215. https://doi.org/https://doi.org/10.1007/s40841-023-00279-2 [3] Florian, L. (2017). The Heart of Inclusive Education Is Collaboration. Pedagogy, 126(2), 248–253. http://dx.doi.org/10.15823/p.2017.32 [4] Garcia-melgar, A., Hyett, N., Bagley, K., Mckinstry, C., Spong, J., & Iacono, T. (2022). Collaborative Team Approaches to Supporting Inclusion of Children with Disability in Mainstream Schools: A Co-Design Study. Research in Developmental Disabilities, 126, 1–11. https://doi.org/https://doi.org/10.1016/j.ridd.2022.104233 [5] Li, S., O'Hara-Gregan, J., & MacArthur, J. (2022). Understanding Disability as Socially and Culturally Constructed--What Does This Mean for Inclusive Early Childhood Education?. Early Childhood Folio, 26(2), 3-7. https://doi.org/https://doi.org/10.18296/ecf.1108 [6] Morton, M., Mcllroy, A., Macarthur, J., & Olsen, P. (2023). Disability Studies in and for Inclusive Teacher Education in Aotearoa New Zealand. International Journal of Inclusive Education, 27(11), 1207–1222. https://doi.org/https://doi.org/10.1080/13603116.2021.1882059 [7] Wong, S. (2014). Inter-professional Practice to Support Inclusion. In Cologon, k. (Ed. ), Inclusive Education in Early Years: Right from the Start (pp. 189-209). Oxford University Press[1] Ainscow, M. (2020). Promoting Inclusion and Eqity in Education: Lessons from International Experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/https://doi.org/10.1080/20020317.2020.1729587 [2] Fenwick, J., & Kelly, S. (2023). Right Here, Right Now: Effective Interprofessional Collaboration in Education from the Perspectives of Primary School Teachers in Aotearoa New Zealand. New Zealand Journal of Educational Studies, 58, 201–215. https://doi.org/https://doi.org/10.1007/s40841-023-00279-2 [3] Florian, L. (2017). The Heart of Inclusive Education Is Collaboration. Pedagogy, 126(2), 248–253. http://dx.doi.org/10.15823/p.2017.32 [4] Garcia-melgar, A., Hyett, N., Bagley, K., Mckinstry, C., Spong, J., & Iacono, T. (2022). Collaborative Team Approaches to Supporting Inclusion of Children with Disability in Mainstream Schools: A Co-Design Study. Research in Developmental Disabilities, 126, 1–11. https://doi.org/https://doi.org/10.1016/j.ridd.2022.104233 [5] Li, S., O'Hara-Gregan, J., & MacArthur, J. (2022). Understanding Disability as Socially and Culturally Constructed--What Does This Mean for Inclusive Early Childhood Education?. Early Childhood Folio, 26(2), 3-7. https://doi.org/https://doi.org/10.18296/ecf.1108 [6] Morton, M., Mcllroy, A., Macarthur, J., & Olsen, P. (2023). Disability Studies in and for Inclusive Teacher Education in Aotearoa New Zealand. International Journal of Inclusive Education, 27(11), 1207–1222. https://doi.org/https://doi.org/10.1080/13603116.2021.1882059 [7] Wong, S. (2014). Inter-professional Practice to Support Inclusion. In Cologon, k. (Ed. ), Inclusive Education in Early Years: Right from the Start (pp. 189-209). Oxford University Press